Since their national implementation in 2002, GP appraisals are being extensively applied. There is a positive link between appraisals and patient care in hospitals. There also appears to be no uniform model for appraisals, which has led to confusion between their 'stand-alone' role as a formative assessment tool and their contribution to summative revalidation. This is a case study into the formative element of appraisals as carried out at a primary care trust in Wessex. We offer an insight into the diversity of learning outcomes and developmental potential of the formative element of appraisals (excluding revalidation) attained through the analysis of emerging themes from responses to a purposely designed questionnaire aimed at appraisees (questions appear in the tables). To our knowledge this is one of the few research articles that deal with the formative educational element of GP appraisals.

The general practice (GP) educational arena offers a range of learning opportunities for junior doctors in the Foundation Programme (FP). In this study we explored what might be the value added of the experience in GP for current FP trainees in their second year of training (F2s) in Wessex. This is particularly important in view of the changes introduced by the new form of training which include a competence-based curriculum, new assessment forms, and shorter length of training than previously experienced by GP trainers in Wessex (four months). The aim of our study was therefore to explore what might be the contribution of the GP attachment to the formation of FP doctors in Wessex. We collected data from trainers and trainees on their perspectives of the GP attachment using two distinct qualitative questionnaires. We show that trainees in Wessex benefit from the experience in a variety of ways. Variations on the learning opportunities offered in GP may depend on the location of the practice, social environment, cases reviewed, teaching styles, perceptions on the new curriculum and assessment, and the general management of the practice.

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We describe here an innovative scheme in general practice that provides a workbase environment for student counsellors with funding for counselling supervision and coordination. Background: The reported mental health prevalence rate in the UK among the general population is 23%. Only 76% of the above population visit a general practitioner, and of these only 44% will be diagnosed. Patients that present depressive symptoms, for example, are not always identified, and yet there is an increased recognition of the need for early diagnosis. There is little or no National Health Service (NHS) funding for counselling services in many areas of England. The training received by general practice registrars, to appropriately assess mental health problems within a typical consultation, has been the focus of a long-standing debate. Method: This study outlines the proposed counselling model and presents some preliminary feedback on the patient outcomes achieved. Results and Conclusion: The provision of a training environment for counsellor students is an option for increasing access of patients to counselling under the NHS.

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